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The article presents the meaning, sources and development of situational training. It discusses its place and role in civilian national security education and also describes its personal and material conditions, the tools and equipment used. It presents the related challenges and limitations and highlights the connections between experiential learning and situational training. The article points out the importance of knowledge transfer within a group as well as the importance of self-expression. It underlines the significant role of the fact-based planning and preparedness for unforeseen events and outlines a possible way of development of situational training in the form of reactive shooting. [ABSTRACT FROM AUTHOR]

This study examines the place and role of Hungarian national security higher education coordinated by the Institute of National Security of the University of Public Service. Compared to the models seen on the international stage, the study describes the Hungarian university (UPS) form of national security training, the peculiarities that have developed as a result of the last ten years, and the framework of higher education in this special field. [ABSTRACT FROM AUTHOR]

The article deals with the content of training Masters in National Security at the UK universities. The problem of the state's national security in the context of the state's general development and the realization of its national interests has been actualized. It is noted that maintaining the national interests of any state world provides an adequate response to the challenges and threats of today, namely the implementation of an effective national security policy. It is found that the UK's national security strategy lists all the key threats that the government believes are threatening the state. Terrorism has been the top problem since the terrorist attacks in London in 2007. The proliferation of nuclear weapons and other types of weapons of mass destruction causes much anxiety, too. The UK strategy also includes threats such as transnational organized crime, global instability and conflictogenity (in the Middle East and Africa), global climate change, energy shortages, poverty, etc. The conducted research proves that the UK seeks to identify and eliminate such threats as transnational organized crime, global instability and conflictogenity, global climate change, energy shortages, poverty, etc. The UK National Security Strategy is based on such key values as human rights, the rule of law, a lawful and responsible government, justice, freedom, tolerance and equal opportunity for all. As a result, the UK universities aim to diversify professional training of specialists in national security incorporating into the field such areas as peace or war studies, conflict studies, terrorism, insurgency, etc. The content of professional training for national security specialists, namely masters, provided by King's College London, the University of Leeds and Coventry University are characterized by the following features: adherence to the nation-wide principles of national security, the conceptual diversity of degree programmes (national security studies; peace and conflict studies; security, terrorism and insurgency), focus on humanities, profession-oriented compulsory modules, a wide range of optional courses, flexible combination of study and work and personal commitments, research challenges, taking into account the dilemmas and challenges of globalization and integration, promotion of human rights, etc. The relevant recommendations have been singled out to improve the content of professional training for such specialists at Ukrainian universities. [ABSTRACT FROM AUTHOR]

Paper indicates the fundamental need of researches that will identify the anthropological basis of Polish security studies as it proves that only human person can be the irreducible subject of all possible security studies. The first part of the article deals with the connection between the way of perceiving man, human instrumentality, axiological horizon that he creates and the concept of security itself. The second part of the article shows the crisis as a problem area which has been organizing scientific discourse for the last 200 years and then the origins of security studies as a kind of response to that crisis are presented. The last part of the paper contains detailed justification of the need to take up in-depth research on the phenomenon of a person in security studies and detailed analysis of problems around which this research needs to be organized and carried out. [ABSTRACT FROM AUTHOR]

Colleges and universities that educate aspiring homeland security professionals are duty-bound to supply a national workforce that is capable and adequately prepared to meet the National Preparedness Goal. It is perhaps not an exaggeration to suggest that developing a qualified homeland security (HLS) workforce could be considered a matter of national security. Indeed, an appropriately educated workforce is not only (at least implicit) part of the current FEMA National Preparedness Goal, it was identified as a national security imperative as early as 2001 by the US Senate Committee on Homeland Security and Government Affairs. A baseline set of education standards for homeland security education would, at the very least, ensure that academic programs would consistently graduate a workforce that has a common set of competencies aligned to the needs of both public and private sector actors engaged in domestic and national security. In turn, employers and students alike would better understand not only what homeland security is, but what HLS graduates can do. Many mature disciplines ultimately use education standards to not only define themselves, but to sanctify and protect their professional boundaries. Nutritionists, for example, are professionals protected by registration, and licensure (as well as certification in some cases). Yet to become a registered dietician, one needs to graduate from an accredited academic degree program, the basis of which is compliance to a set of education (i.e., accreditation) standards assessed by an external organization. In the same way, and to advance the HLS profession, it makes sense to think that HLS practitioners should have educational backgrounds (like doctors or lawyers) that share some common set of educational competencies. To date, we observe that higher education's response as to how to best educate students to enter the homeland security enterprise has been to consider homeland security as a meta-discipline, or a discipline of disciplines. As such, homeland security curricula tend to include faculty, courses and student learning outcomes from a variety of other disciplines such as law, business, management, political science, international relations, emergency management, etc. Second, we note that academic homeland security education is still largely characterized as an emergent discipline. That is, the core theory of what is and is not "homeland security" remains under-developed. Indeed, it is accurate to characterize homeland security more as a "practice discipline" such as medicine, nursing or law (each of which, by the way, shares the characteristic of being meta-disciplines), albeit a practice with a growing literature and experience basis as well as a theoretical basis. This project leveraged the collective expertise of subject matter experts over roughly a 3-year period to emulate the structure and approach used by these better-established disciplines and create a consensus set of HLS education standards. Created were nine knowledge domains and a set of competencies (aka knowledge, skills and abilities as student learning outcomes) per domain. Taken together, such a set of knowledge domains and competencies (the minimum set of skills, knowledge, and abilities students of homeland security acquire academically) would describe the professional boundaries of the homeland security discipline. A major remaining challenge is how best to conceptualize and implement a system that integrates a set of competencies into all academic HLS programs nationwide. The paper tackles this issue by proposing a system of "voluntary academic accountability" from all academic institutions that offers a bona fide peer review of undergraduate level homeland security programs. [ABSTRACT FROM AUTHOR]

With the evolving demographics of our communities and recent disasters directly impacting socially vulnerable populations, cultural competency has increased in importance. Emergency management and homeland security scholars have outlined various interpersonal and technical knowledge, skills, and abilities for the discipline; yet lacking in this discussion is cultural competency. By increasing cultural competency knowledge, skills, and abilities in emergency management higher education, we increase our graduates to be more credible, empathetic, relatable, and trustworthy, and less inclined to negatively apply biases, stereotypes, and pre-conceived notions. Using results of a national survey to U.S. Emergency Management and Homeland Security Higher Education programs, we apply Cross’ cultural competence continuum to provide a contextual landscape of the inclusion of these knowledge, skills, and abilities in related courses within the curriculum. We conclude with lessons learned and recommendations for program directors who want to move forward on the continuum. [ABSTRACT FROM AUTHOR]

In this article, we argue that although the Czech state may still be the dominant player in the Czech security field, its cultural power is continuously eroding due to the ongoing process of pluralization of security education. While in communist-era Czechoslovakia, only persons enlisted in service in the security forces could obtain military-oriented security education at state-run military and police schools, nowadays virtually anyone living in the Czech Republic has access to a wide variety of security studies programs at both public and private universities. This relatively quick and spontaneous transition has brought about both opportunities and dilemmas, which jointly highlight the importance of control over the institutional structures of security generation and the production of security knowledge when it comes to actors’ ability to successfully operate in the security field. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on the topic of Australian national security as a field of study.

The article discusses the Australian Centre for Defence and Security Strategic Studies' "Military Sciences - Security Sciences - Conceptual Landmarks" workshop which was held on October 19, 2017, the "Satellite as an Enable for C4ISR" workshop on November 14, 2017, and "The Complex and Dynamic Nature of the Security Environment" conference on December 7-8, 2017. Military strategy and communication and Geostationary Earth Orbit satellites are examined.

This article discusses the state of European security-themed coursework in American higher education institutions. Using a class catalogue search of leading European studies programmes, it finds that European security classes are infrequently taught, and a majority of these programmes do not offer any instruction focusing on this topic. European studies programmes can benefit from adding European security-themed classes to their curriculum. These classes correct curricular imbalance in the discipline, counters the discipline's inherent EU-centredness, broadens students' understanding of European governance and potentially attracts new students. At the instructional level, many challenges face professors teaching European security classes - students' lack of knowledge of Europe and European affairs, a dearth of comprehensive textbooks, and the rapidly evolving nature of the topic - but these challenges can be overcome with careful planning and pedagogy. Ultimately, European studies as an academic discipline in the U.S. can be enriched by incorporating European security into its curriculum in a more comprehensive fashion. [ABSTRACT FROM AUTHOR]

This article proposes that advocates of the China model deploy notions of culture and tradition in ways that hide the central role of militarism in Chinese politics. The hypothesis is explored by looking at the ways in which the country’s military and paramilitary institutions are used to propagate militaristic values and practices through the policies of National Defense Education (NDE) and National Defense Mobilization (NDM). This yields evidence from policy documents, the discussions of educationalists and the content of teaching materials. The conclusion is that focusing on the role of militarism provides better insights into the way that social stability and political continuity are maintained than resorting to vague notions of ‘culture’ and ‘tradition’ in the China model. [ABSTRACT FROM PUBLISHER]

National Defence as a course offered in the form of e-learning in the institutes of Hungarian higher education has the purpose to support national defence in general, to offer opportunity for those who have an interest in military related topics, and to recruite potential candidates for the Hungarian Defence Forces. This article provides the reader with a short overview about the course's legal background and introduces major findings of an empirical research conducted among those who have participated in this course. The introduction of research data serves the purpose to highlight the practical importance of market segmentation. [ABSTRACT FROM AUTHOR]

Students of homeland security need to grasp a diverse body of knowledge and have a keen understanding of the variety of events and issues that impact how they can apply that knowledge. The goal of higher education should not just be about imparting knowledge but also about giving students tools and skill sets to ‘think interestingly’ to be successful in their future career. These are critical thinking and problem-solving, agility and adaptability, accessing and analysing information, and curiosity and imagination. This study examines the pedagogical approach to incorporate game play, specifically the use of probability-based tabletop exercises, into course curriculums to enhance knowledge and develop these particular skill sets. Data were collected from students enrolled in courses with terrorism and homeland security as major themes. The goal of the study was to answer the questions: did students enrolled in a homeland security–related course perceive game-based learning as enhancing their comprehension of course material and did it allow them to think interestingly to apply the material to real-world situations? This study shows that these students perceived game play as enhancing their overall learning experience and improving these targeted skill sets. [ABSTRACT FROM PUBLISHER]

The current article is intended to be a primary analysis of a concept that is rarely tackled by the Romanian researchers and practitioners in the field of intelligence and security studies, but which is intensely debated in the last decade at the level of intelligence communities from states like the USA, Canada or Spain. Thus, the paper starts by describing the current state of outreach policies in different countries, underlining the changes that have taken place at the level of intelligence targets and the constantly rising importance of tapping outside expertise for an eficient management of new security risks and threats. In addition we will mention some types of outreach measures as they have been identified by Gregory Treverton in his study dedicated to Intelligence Outreach, focusing on the concept of trusted information networks (TINs). In the end we will discuss some of the limits and barriers that arise in the process of enhancing the relationship between Academia and Intelligence. [ABSTRACT FROM AUTHOR]

This study analyzed the policies of colleges in the U.S. as they relate to homeland security curricula. The curricula were developed in the wake of the September 11, 2001 terrorist attacks, Hurricane Katrina in 2005, and other manmade and natural disasters. Homeland security was ill-defined and there was little consensus about what homeland security actually was. It was difficult to determine how colleges should prepare students for the field. The study surveyed college faculty to determine how colleges developed, categorized, and ensured that their homeland security curricula remained current as homeland security needs changed. College homeland security curricula were housed in various academic departments, were taught by faculty from various academic disciplines, and bore various academic labels. The vast majority of the curricula were housed, taught, and bore programs names that resembled criminal justice, emergency management, and homeland security per se. The curricula were mostly multidisciplinary or interdisciplinary and contained multiple and varied topics that emphasized terrorism, critical thinking, collaboration, intelligence, strategy, allhazards, critical infrastructure, emergency management, preparedness, risk management, cyber security, and law. Colleges and academics are beginning to identify themselves, their academic departments, and related homeland security curricula as homeland security. They are beginning to recognize homeland security as an academic discipline. Much more, however, must be done if homeland security is to establish itself as a lasting discipline. Academics must come to a consensus about what homeland security is and the discipline must be seen as a profession. [ABSTRACT FROM AUTHOR]

Homeland security and emergency management are growing fields and many leaders of organizations, companies, and communities that previously thought little about the emergency management needs of their jurisdictions now find themselves looking for ways to prepare, respond, and recover from potential manmade and natural disasters. Government organizations and universities across the country have responded to these trends and offered a variety of courses, workshops, and academic programs to those working in homeland security and emergency management. Yet, very little is known about the educational and training needs of those who work in emergency management and homeland security. This research investigates the educational and training needs of individuals working in the emergency management field in a Midwestern state. Results show that one-third of the respondents believed the training and education of individuals in their organization were lacking. Respondents expressed more interest in individual courses and workshops than in college degrees for both themselves and others in their organization. Finally, respondents indicated that planning for emergencies, emergency response planning, and disaster response and recovery operations were the most important topics to include in homeland security/emergency management education programs. Implications for future research are presented. [ABSTRACT FROM AUTHOR]

The article presents a summary report on the Eighth Workshop on the Social Implications of National Security Series which focused on "Remotely Piloted Airborne Vehicles (RPAV) and Related Technologies" and was held on September 29-30, in Victoria. The workshop focused on the properties of remotely piloted airborne vehicles, the challenges and risks posed by the use of RPAVs, and safety regulation as applied to the manufacture and civilian use of RPAVs.

This article discusses an educational program on homeland security in the U.S. Topics covered include the content of professional medical education in the U.S., the role of governors in preparing homeland security forces, and guidance being provided by the Naval Postgraduate School of Monterey, California to universities and colleges.

This case study explored the impressions a homeland security course had on the emergency service student. The setting for the study was a state-sponsored university in the western United States. The 17 participants were declared, undergraduate emergency services majors that underwent a 7.5-week distance learning homeland security course. Grounded theory was used to analyze and develop themes from student reflections from the class. The findings of the study suggested that the most important impressions students took from the class were about global awareness, an understanding of the vulnerabilities of terrorism to the nation and the importance of a homeland security education. This study's findings add to the existing body of knowledge associated with homeland security academia, suggesting that reflective thinking and journaling are well-suited for homeland security education where many of the learners are practitioners and non-traditional students. [ABSTRACT FROM AUTHOR]

The security of the United States homeland has an important international dimension. This oxymoronic statement is what led the author to write this article about homeland security education. While many courses recognize the transnational nature of terrorist threats, there appear to be no courses that focus on the practical as well as conceptual issue of how well do U.S. homeland security policies and programs developed and implemented by the Department of Homeland Security (DHS) include international activities that support our security needs at home. The message of this article is that any such course of study, particularly at the graduate level, should include a course on how the DHS handles its international responsibilities as the large cabinet department established a little over a decade ago to lead U.S. homeland security policies and programs. Suggestions for course topics and student exercises are presented for educators interested in designing curriculum that addresses this issue. [ABSTRACT FROM AUTHOR]

A directory for organizations offering homeland security and counter terrorism classes in the U.S. is presented.

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The dawn of the 21st century brought with it recognition of the challenge presented by terrorism. To address this challenge, there has been an invigoration of national and multinational security efforts. The academic communities across the Atlantic have taken notice of the need for research and instruction in a Homeland Security (HS) based curriculum. U.S. universities have largely developed entire HS academic programs, but this has not been replicated in the European Union (EU). This article analyzes aspects of HS education provision in the United States and EU and examines the impact of new information and communication technologies upon HS programs. [ABSTRACT FROM PUBLISHER]

In the past two decades, the number of institutions of higher education offering degrees in homeland security has increased exponentially. This rapid growth, brought on by external factors, has led to some discussion about the ability of programs to address the needs of the field. This article is an overview of the state of higher education (college and technical school) programs in the fields of homeland security and emergency management. The authors look at the rapid growth of these programs in the U.S. system, explain the state of a lack of shared learning outcomes and standards in the field and describe the evolution of these issues, and conclude by offering some criteria and guidelines based on recent studies and organizational needs for such programs. [ABSTRACT FROM AUTHOR]

The article discusses the problems of studying and teaching national security issues in Russia and looks at specifics of training specialists in this area and state defense. It cites the expansion of the subject area of the national security theory due to international terrorism, separatism and other manifestations of transborder crime. It also notes the move of the Department of State Administration and National Security to improve its staff's theoretical standards and methodological skills.

A directory of organizations in the U.S. offering homeland security and counter-terrorism curriculae is presented, including the American Board for Certification in Homeland Security, American Military University, and California University of Pennsylvania.

This article argues that Critical Security Studies (CSS), exemplified by Ken Booth's Theory of World Security, has outlined an ethics of security as emancipation of the ‘human’, but also a highly problematic security of ethics. After drawing out how the ethics of CSS operates, we examine the security of this ethics by examining it against a hard case, that of the 1998–99 Kosovo crisis. Confronting this concrete situation, we draw out three possibilities for action used at the time to secure the human: ‘humanitarian containment’, military intervention and hospitality. Assessing each against Booth's requirements for ethical security action, we counter that, in fact, no option was without risks, pitfalls and ambiguities. Ultimately, if any action to promote the security and the emancipation of the human is possible, it must embrace and prioritise the fundamental insecurity of ethics, or else find itself paralysed through a fear of making situations worse. [ABSTRACT FROM PUBLISHER]

This essay involves a discussion of the essentials of Emergency Management and Homeland Security Graduate education programs. Subjects include the current context of these graduate programs, the critical components of these programs, and emerging trends and issues related to EM-HS programs. These trends include the necessity of the development of national accreditation standards and promulgating professional bodies to ensure the healthy development of this growing academic discipline. [ABSTRACT FROM AUTHOR]

It is vital that U.S. academic institutions pay heed to the important global challenges that HS academics and practitioners must face. This article finds in an overview of the development of prescriptions for curricular outcomes and competencies for homeland security education in the U.S. that there has been little emphasis on curricular goals in the U.S. of the transnational and global application of homeland security strategies and operations. Transatlantic links in homeland security education between U.S. universities and their counterparts in Europe will be hampered by the virtual lack of explicit academic programs in this field in that continent. An examination of program goals and curricular offerings in U.S. post-baccalaureate programs indicates a modest attempt to provide students some grounding in transnational and global applications of homeland security strategies and operations. [ABSTRACT FROM AUTHOR]

This paper argues that homeland security education must continually adapt to future risks, threats and vulnerabilities. To do this, it will be necessary to look at the many ways of looking at homeland security thinking and practice from multiple perspectives and disciplines. Looking at the homeland security enterprise through a variety of perspectives, taken together and synthesized, can deepen understanding and shed additional light on the scope of the field or discipline. Next, this paper discusses the need for existing and future educational programs in homeland security that are inclusive of the theories, practices and research methods of emergency management, despite the current cultural differences between these fields. Finally, this paper highlights three challenges in the development of homeland security education programs: (1) the development and implementation of a standardized curriculum with core functions and competencies that are inclusive of emergency management, (2) the evolution into a new academic discipline; (3) and the adoption of multidisciplinary or interdisciplinary approaches to teaching and learning. [ABSTRACT FROM AUTHOR]

In this article the author discusses the theme of the March 2011 special edition of the "Journal of Homeland Security & Emergency Management" is presented. The author notes that the article reflects a broad range of issues related to collegiate programs in homeland security and emergency management (HS-EM) and discusses the structural, curriculum design, and content issues associated with HS-EM graduate education.

In this paper, online scenario simulations were examined. The results show that there is an association between students' satisfaction with the tools and the grade in the course. These tools add value to understanding the subject matter and provide students with near real-life hands-on experience. [ABSTRACT FROM AUTHOR]

The field of Homeland Security (HLS) has entered a stage where it is not yet a fully established profession. Drawing on the experience of Public Administration (PA) it is suggested that HLS "act like a profession" to advance the knowledge, skills, and values essential to its role. To do this, the case example of HLS education at Pennsylvania State University is reviewed. Penn State has chosen a matrix form of organization to provide a core of professional identity while allowing students to choose from five options to guide their program of study. It is argued that this approach provides a balance of common and specific subject matter that corresponds to the need for HLS to evolve as a loosely coupled but emergent profession. [ABSTRACT FROM AUTHOR]

This article posits a point of entry for anarchist interventions in critical theories of international relations and security studies. It explores potential for an approach which begins with grass-roots direct action as a means to reforming dominant ontologies of agency. The article discusses the potential in a resistance which engages in perpetual struggle between a direct action rooted in positive constructions of alternative agencies, and a direct action which commits to an ongoing resistance to the imposition of order and control. This potential is explored through a sustained engagement with Simon Critchley and Gustav Landauer, arguing that the tensions between their positions might offer productive routes for anarchism to make an intervention in the field. This argument is taken forward through a case study of the ‘Raytheon 9’, an anti-arms trade group who offer powerful perspectives on the broader discussion here. [ABSTRACT FROM PUBLISHER]

This study aims at examining the educational leaders' points of view toward the role of school curricula in promoting security education in Jordan. The impact of gender, qualification, experience, job title, and participation in security education courses has been explored. An analytical descriptive model has been adopted with a questionnaire including 36 items and distributed to a sample of 71 educational leaders in Amman. Having conducted the proper statistical procedures, the study has found that the questionnaire's items have represented certain roles of school curricula in promoting security education from the subject educational leaders' perspective. There have been also significant differences among those leaders' estimates of the role of curricula due to gender in favor of males; job title (i.e., curricula member or school supervisor) in favor of curricula member; and participation in security education courses in favor of those having participated in more than three courses. However, no differences of statistical significance have been found among the educational leaders' estimates due to either qualification or experience. [ABSTRACT FROM AUTHOR]

This article discusses the need for establishing a federally run, full-time, resident, self-contained national academy: the U.S. Homeland Security Intelligence Academy (HSIA). At HSIA, students will earn an undergraduate degree in homeland security and intelligence studies. This program will provide students with homeland security and intelligence-related practical and tactical skills as well as relevant leadership capabilities. It is the goal of HSIA to produce tier-one education and training for future homeland security and intelligence-focused agents and other professionals. [ABSTRACT FROM AUTHOR]

The article discusses the U.S. national security debate and argues that references to former Nazi leader Adolph Hitler and policies of appeasement surrounding World War II should be stopped. According to the article, references the World War II appeasement distort national security threats. The use of Hitler appeasement analogies by U.S. neo-conservatives and other politicians is also explored.

The article focuses on The Africa Center for Strategic Studies, which is the United States' primary means of outreach and network-building in Africa, and the policy objectives of the Center are detailed, including countering ideological support for terrorism, harmonizing views on common security challenges, and educating on the role of security in civil societies. Details related to the academic courses offered at the center are discussed.

The article focuses on The Center for Hemispheric Defense Studies (CHDS), based in Washington, D.C. at the National Defense University at Ft. McNair. The Center's role is raising the understanding of civilians and military personnel about their shared roles in the management and implementation of defense and security to meet national security requirements. Details related to how the CHDS's policy has changed since the September 11, 2001 terrorist attacks are discussed.

The article describes teaching a law course on terrorism and national security to public policy students. Books, news and magazine articles covering current events that deal with interrogation standards and detention policies are assigned. Observations in teaching law to nonlaw students are discussed. Some lessons learned from teaching national security law to public policy students include improving public policy practitioners' understanding of and relation to the law.

The article focuses on the teaching of national security law in the U.S. Professionals teaching the subject matter include civil rights attorneys, federal judge and a government staff. A variation in instructional methods usedin teaching national security law is described. The various instructional materials used by law teachers in teaching the subject matter are also described.

The article lists the security academic programs in the U.S. which includes degree in Master of Science in Network Security at the University Of Advance Technology, Arizona, Associate Degree in Information Technology with Security Concentration at the Empire College, California, and Associate Degree in Security Management at the Grossmont College, California.

Discusses the statist commonsense prevalent in security studies. Analysis of a selection of studies critical of Cold War approaches to security; Roles myriad non-state actors have played as agents of peace and security in the Middle East; Influence of the intellectual and the theory/practice relationship on security studies; Recommendations.

The article discusses the significant roles played by security and safety education, science and research in the 21st century.

The article reports on a conference on security studies, held in Graz, Austria, on November 25, 2012. Topics of discussion included Austrian public opinion about international terrorism in the 1970s and 1980s, the history of the idea of brainwashing and mind control, and the social dimension of information leaks.